Peer feedback is commonly used in higher education for both practical and pedagogical reasons. However, peer feedback has been criticized by teachers, researchers, and students for being superficial, harsh, uncritical, and/or detached from learning objectives. This study contributes to the existing literature on how to enhance the effectiveness of…

This study, conducted across five classes and four disciplines, explores how students respond to a choice-based assessment scheme where students accumulate points by choosing from a menu of assignments. Students were surveyed at the beginning and end of the semester to assess their motivation, engagement, self-regulation, and stress levels. The…

Typically, students view classroom assessments like tests, exams, reports, and essays as a major stressor in higher education. However, it is also plausible that students have experienced instances in which the purposes, format, and design of classroom assessment actually supports their well-being. We used a qualitative descriptive design to…

Appetite for entrepreneurship education (EE) among vocational students has surged dramatically, driven by persistent challenges of unemployment. As a result, vocational institutions are increasingly focused on how much entrepreneurship exposure students receive, particularly how frequently instructors impart core business knowledge and skills to…

This study investigated the relationship between learner beliefs about peer feedback and development of second language (L2) pronunciation skills after peer feedback on pronunciation had been used in the classroom. Seventy-four first-year learners of German were assigned to a peer feedback provider group, a peer feedback receiver group, and a…

Although assessments are a staple feature in education, student voices tend to be undervalued throughout the process. While students are a major stakeholder, this study adopted a mixed-methods strategy to examine the views of tertiary students on assessment types with regards to their preferences, self-rated performance and perceived…

Researchers have long cast grades as an unreliable proxy for student learning despite their enduring use in higher education. Grounding assessment instruments in student learning outcomes (SLOs) provides an accurate and accessible means of evaluating student performance and guiding instructional practice. Using a SLO-guided pretest/posttest…

Authentic assessment -- where instructors create a realistic, cognitively challenging learning environment -- is critical in environmental science education. However, academic staff insufficiently rely on best practices in authentic learning due to lack of knowledge or interest. Here, we evaluate existing frameworks to improve the authenticity of…

The purpose of this study was to explore an approach to an elementary science methods course that utilized a science notebook to physically distinguished multiple perspectives of science teaching and learning. We conceptualized teacher candidates' (TCs') thinking within a framework titled "Exploring Multiple Perspectives in the Methods…

Over a period of eight years, undergraduate students were surveyed to describe instructional strategies, routines, or techniques they perceived to be effective. A content analysis of the 1,471 collected surveys yielded nine themes that faculty may find helpful when designing instructional environments. Students expressed appreciation for…

Student evaluations of teaching (SETs) are a ubiquitous feature of higher education. However, scholars have presented numerous challenges to the accuracy, validity, reliability and objectivity of SETs as a measure of teaching effectiveness. Given the potential for bias, the use of SETs in professional review may constitute a form of institutional…

STEM educators have taken on a new and radically different reality: that students will have access to online tools and online knowledge as they undergo assessment. Students may look up facts that are easily available online, employ online tools and also employ paid services to cheat. The first wave of novel assessment strategies devised in…

The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers' perception of self-assessment prior to and following experiencing…

Prior research indicates that first-year engineering students' perception of faculty encouragement positively influences their confidence in academic abilities and persistence in engineering programs. The Faculty Encouragement Scale (FES), developed by Hsu, Li, and Acosta in 2021, is the only validated tool measuring students' perceptions of…

There has been an increasing demand for healthcare analytics skills and competence by healthcare organizations. Although many universities have established programs and courses on healthcare analytics, most of these curricula have been designed for information systems (IS), information technology (IT), or analytics students. It is unclear how…